Today’s ACT reading question comes from the social science passage about the medieval justice system (other questions about this passage have appeared on February 4, January 19, and January 15 so far). Let’s see how trial by battle differs from trial by compurgation and ordeal in England. Continue reading
Category Archives: ACT
ACT Question of the Day Explained – February 11, 2014 – Math, Simplification of Radicals
Today’s ACT question of the day is a math question about simplifying radicals. There’s a lot more practice with radicals where that came from!
All we have to do is simplify √20. Start thinking of the factors of 20…now. Continue reading
ACT Question of the Day Explained – February 10, 2014 – English, Conjunctions
Today’s ACT question of the day is an English question from a passage about radio broadcasting in the 1920’s. (The photo is from the ’30s, so don’t be fooled. Also, did you know we wouldn’t have radio if it wasn’t for…bananas? True story.)
We need to know if we are transitioning correctly from idea to idea. Our current transition word is “therefore”, but do we have the right relationship between ideas to support the use of that word?
ACT Question of the Day Explained – February 9, 2014 – Science
Today’s ACT science question of the day is a data interpretation question. (Basically, we have to read a data table.)
We are given a table of sediment concentrations at various depths that’s something like this:
| Depth (cm) |
Temperature (oC) |
pH | Concentration in sediment (ppm) | |||||
| SO42– | S2– | CO2 | Fe3+ | Fe2+ | O2 | |||
| 0 | 4 | 7.0 | 7.0 | 0.0 | 1.0 | 4.0 | 0.5 | 2.0 |
| 5 | 5 | 6.5 | 5.0 | 2.0 | 1.5 | 3.0 | 1.5 | 1.0 |
| 10 | 7 | 6.0 | 3.5 | 3.5 | 2.0 | 2.0 | 2.0 | 0.0 |
| 15 | 9 | 5.5 | 3.3 | 3.8 | 3.0 | 0.8 | 3.8 | 0.0 |
| 20 | 10 | 5.0 | 3.0 | 4.0 | 1.0 | 0.5 | 4.0 | 0.0 |
The test maker would like us to tell them which ion and dissolved gas has a constant concentration at depths of 10 cm or more. Continue reading
AC Question of the Day Explained – February 9, 2014 – Reading, Details
Another repeat from the ACT today – the question about children from the fiction passage about Mrs. Sennett. Make sure that you pay attention to the tone of the passage (sarcastic, serious, lighthearted, comical, etc.) when you answer questions like this one!
ACT Question of the Day Explained – February 7, 2014 – Math, Geometry, Area
Today’s ACT question is about the area of a trapezoid – they were nice enough to give us that formula right in the problem, so it’s a piece of cake! Careful substitution cake with algebra frosting.
The formula they give us is:
a = (1/2)*h*(b1 + b2) (h is the altitude, b1 and b2 are the parallel bases)
ACT Question of the Day Explained – February 6, 2014 – English, Transitions
Today’s ACT question of the day wants us to add a sentence to the passage about baseball we saw recently.
The preceding sentence (the sentence before box 6) says:
Babe Ruth, Ted Williams, Joe DiMaggio, Roberto Clemente—names like these will echo through time that are trumpet calls to storied battles fought and won in ages past.
The next (subsequent) sentence compares Hank Aaron to a legendary knight. Continue reading
ACT Question of the Day Explained – February 5, 2014 – Reading, Fiction
Today’s ACT question of the day is the same one we saw on January 23 about why a certain character wears hats. That’s perfectly fine, though – more time to review if you’re taking the test this Saturday!
If you missed it earlier this week, here is my ACT recap for your review.
ACT Question of the Day Explained – February 4, 2014 – Reading Social Sciences
We have already answered two questions from this ACT social sciences passage about the medieval justice system (back on January 15 and January 19). Today’s question asks us what “being put to the proof” means in lines 18-19. Continue reading
ACT Question of the Day Explained – February 3, 2014 – Math, Division
Today’s ACT math question of the day is about dividing with remainders. The remainder, you may or may not recall, is the part “left over” when we divide one integer by another. For instance, if I divide 4 by 3, I get 1 with 1 left over, so my answer is 1 remainder 1 or 1R1.
One more practice round before we go on to the problem: 14/6 = ? Continue reading